Physics Stage 6 Syllabus

Content: Physics Stage 6 HSC Course

9.1

Physics Skills

During the HSC course, it is expected that students will further develop skills in planning and conducting
investigations, communicating information and understanding, scientific thinking and problem solving and
working individually and in teams. Each module specifies content through which skill outcomes can be
achieved. Teachers should develop activities based on that content to provide students with opportunities
to develop the full range of skills.
HSC Course Outcomes
A student:
H11. justifies the
appropriateness
of a particular
investigation plan

Content
Students:
11.1 identify data sources to:
a) analyse complex problems to determine appropriate ways in which each aspect
may be researched
b) determine the type of data that needs to be collected and explain the
qualitative or quantitative analysis that will be required for this data to be
useful
c) identify the orders of magnitude that will be appropriate and the uncertainty that
may be present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data collection
or information gathering that will assist efficient future analysis
11.2 plan first-hand investigations to:
a) demonstrate the use of the terms dependent and independent to describe
variables involved in the investigation
b) identify variables that needed to be kept constant, develop strategies to ensure
that these variables are kept constant,
and demonstrate the use of a control
c) design investigations that allow valid and reliable data and information to
be collected
d) describe and trial procedures to undertake investigations and explain why
a procedure, a sequence of procedures or the repetition of procedures is
appropriate
e) predict possible issues that may arise during the course of
an investigation and identify strategies to address these issues
if necessary
11.3 choose equipment or resources by:
a) identifying and/or setting up the most appropriate equipment or combination
of equipment needed to undertake the investigation
b) carrying out a risk assessment of intended experimental procedures and
identifying and addressing potential hazards
c) identifying technology that would be used during investigation determining its
suitability and effectiveness for its potential role
in the procedure or investigation
d) recognising the difference between destructive and non-destructive testing of
material and analysing potentially different results from these two procedures

Physics Stage 6 Syllabus

HSC Course Outcomes

A student:
H12. evaluates ways in
which accuracy and
reliability could be
improved in
investigations

Content
Students:
12.1 perform first-hand investigations by:
a) carrying out the planned procedure, recognising where and when
modifications are needed and analysing the effect of
these adjustments
b) efficiently undertaking the planned procedure to minimise hazards and
wastage of resources
c) disposing carefully and safely of any waste materials produced during the
investigation
d) identifying and using safe work practices during investigations
12.2 gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate
technologies, including data loggers and sensors
b) measuring, observing and recording results in accessible and recognisable
forms, carrying out repeat trials as appropriate
12.3 gather information from secondary sources by:
a) accessing information from a range of resources, including popular scientific
journals, digital technologies and the Internet
b) practising efficient data collection techniques to identify useful information in
secondary sources
c) extracting information from numerical data in graphs and tables as well as
written and spoken material in all its forms
d) summarising and collating information from a range of resources
e) identifying practising male and female Australian scientists, and the areas in
which they are currently working and information about their research
12.4 process information to:
a) assess the accuracy of any measurements and calculations and the relative
importance of the data and information gathered
b) identify and apply appropriate mathematical formulae and concepts
c) best illustrate trends and patterns by selecting and using appropriate methods,
including computer assisted analysis
d) evaluate the validity of first-hand and secondary information and data in
relation to the area of investigation
e) assess the reliability of first-hand and secondary information and data by
considering information from various sources
f) assess the accuracy of scientific information presented in mass media by
comparison with similar information presented in scientific journals

Physics Stage 6 Syllabus

HSC Course Outcomes

A student:
H13. uses terminology
reporting styles
appropriately and
successfully to
communicate
information and
understanding

H14. assesses the validity

of conclusions drawn
from gathered data and
information

H15. explains why an

investigation is
best undertaken
individually or by
a team

Content
Students:
13.1 present information by:
a) selecting and using appropriate text types or combinations thereof, for oral
and written presentations
b) selecting and using appropriate media to present data and information
c) selecting and using appropriate methods to acknowledge sources of
information
d) using symbols and formulae to express relationships and using appropriate
units for physical quantities
e) using a variety of pictorial representations to show relationships and present
information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information and
relationships clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate to present
graphical information
14.1 analyse information to:
a) identify trends, patterns and relationships as well as contradictions in data and
information
b) justify inferences and conclusions
c) identify and explain how data supports or refutes an hypothesis, a prediction
or a proposed solution to a problem
d) predict outcomes and generate plausible explanations related to the
observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena and/or make
predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific principles
14.2 solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies, those which could be used
to solve a problem
c) using identified strategies to develop a range of possible solutions to a
particular problem
d) evaluating the appropriateness of different strategies for solving an identified
problem
14.3 use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include
correct use of scientific principles and ideas
c) apply critical thinking in the consideration of predictions, hypotheses and the
results of investigations
d) formulate cause and effect relationships
TheHSCcoursebuildsonthePreliminarycourseandfurtherincreasesthe
studentsskillsinworkingindividuallyandinteams.Refertothecontent
overviewonpage14.

Physics Stage 6 Syllabus

9.2

Space

Contextual Outline
Scientists have drawn on advances in areas such as aeronautics, material science, robotics, electronics,
medicine and energy production to develop viable spacecraft. Perhaps the most dangerous parts of any space
mission are the launch, re-entry and landing. A huge force is required to propel the rocket a sufficient distance
from the Earth so that it is able to either escape the Earths gravitational pull or maintain an orbit. Following
a successful mission, re-entry through the Earths atmosphere provides further challenges to scientists if
astronauts are to return to Earth safely.
Rapid advances in technologies over the past fifty years have allowed the exploration of not only the Moon,
but the Solar System and, to an increasing extent, the Universe. Space exploration is becoming more viable.
Information from research undertaken in space programs has impacted on society through the development
of devices such as personal computers, advanced medical equipment and communication satellites, and has
enabled the accurate mapping of natural resources. Space research and exploration increases our
understanding of the Earths own environment, the Solar System and the Universe.
This module increases students understanding of the history, nature and practice of physics and the
implications of physics for society and the environment.
Students learn to:
1. The Earth has a
gravitational field
that exerts a force
on objects both on
it and around it

Students:

define weight as
the force on an object due to a
gravitational field

explain that a
change in gravitational potential
energy is related to work done

define
gravitational potential energy as the
work done to move an object from a
very large distance away to a point in
a gravitational field
E p G

m1m2
r

perform an
investigation and gather information
to determine a value for acceleration
due to gravity using pendulum motion
or computer-assisted technology and
identify reason for possible variations
from the value 9.8 ms-2

gather secondary
information to predict the value of
acceleration due to gravity on other
planets

analyse
information using the expression:

F mg
to determine the weight force for a
body on Earth and for the same body
on other planets

Physics Stage 6 Syllabus

Students learn to:

2.

Many factors

have to be taken
into account to
achieve a
successful rocket
launch, maintain
a stable orbit and
return to Earth

Students:

describe the
trajectory of an object undergoing
projectile motion within the Earths
gravitational field in terms of
horizontal and vertical components

explain the
concept of escape velocity in terms of
the:
gravitational constant
mass and radius of the planet
outline Newtons
concept of escape velocity

identify why the

term g forces is used to explain the
forces acting on an astronaut during
launch

discuss the effect

of the Earths orbital motion and its
rotational motion on the launch of a
rocket

analyse the
changing acceleration of a rocket
during launch in terms of the:
Law of Conservation of
Momentum
forces experienced by astronauts

vy2 u y2 2ay y
x u x t
1
y u yt ayt 2
2

perform a first-hand investigation,

gather information and analyse data
to calculate initial and final velocity,
maximum height reached, range
and time of flight of a projectile
for a range of situations by using
simulations, data loggers and
computer analysis

identify data
sources, gather, analyse and present
information on the contribution of one
of the following to the development
of space exploration: Tsiolkovsky,
Oberth, Goddard, Esnault-Pelterie,
ONeill or von Braun

solve problems
and analyse information to calculate
the centripetal force acting on a
satellite undergoing uniform circular
motion about the Earth using:

analyse the
forces involved in uniform circular
motion for a range of objects,
including satellites orbiting the Earth
compare
qualitatively low Earth and geostationary orbits
define the term
orbital velocity and the quantitative
and qualitative relationship between
orbital velocity, the gravitational
constant, mass of the central body,
mass of the satellite and the radius of
the orbit using Keplers Law of
Periods
account for the

solve problems
and analyse information to calculate
the actual velocity of a projectile from
its horizontal and vertical components
using:
vx2 u x2
v u at

describe Galileos
analysis of projectile motion

mv 2
r

solve problems and analyse

information using:

r 3 GM

T 2 4 2

Physics Stage 6 Syllabus

Students learn to:

Students:

orbital decay of satellites in low Earth

orbit

Physics Stage 6 Syllabus

Students learn to:

3. The Solar System

is held together by
gravity

Students:

discuss issues
associated with safe re-entry into the
Earths atmosphere and landing on the
Earths surface

identify that
there is an optimum angle for safe reentry for a manned spacecraft into the
Earths atmosphere and the
consequences of failing to achieve this
angle

describe a gravitational field in the

region surrounding a massive object
in terms of its effects on other masses
in it

define Newtons
Law of Universal Gravitation:
FG

m1m2
d2

present
information and use available
evidence to discuss the factors
affecting the strength of the
gravitational force

solve problems
and analyse information using:
FG

discuss the
importance of Newtons Law of
Universal Gravitation in
understanding and calculating the
motion of satellites

identify that a
slingshot effect can be provided by
planets for space probes

m1m2
d2

Physics Stage 6 Syllabus

Students learn to:

4. Current and
emerging
understanding
about time and
space has been
dependent upon
earlier models of
the transmission
of light

Students:

outline the
features of the aether model for the
transmission of light

gather and process information to

interpret the results of the MichelsonMorley experiment

describe and
evaluate the Michelson-Morley
attempt to measure the relative
velocity of the Earth through the
aether

perform an investigation to help

distinguish between non-inertial
and inertial frames of reference

analyse and interpret some of

Einsteins thought experiments
involving mirrors and trains and
discuss the relationship between
thought and reality

analyse information to discuss

the relationship between theory
and the evidence supporting it,
using Einsteins predictions based
on relativity that were made many
years before evidence was available
to support it

solve problems and analyse

information using:

discuss the role

of the Michelson-Morley experiments
in making determinations about
competing theories
outline the
nature of inertial frames of reference
discuss the

principle of relativity

describe the
significance of Einsteins assumption
of the constancy of the speed of light
identify that if c
is constant then space and time
become relative
discuss the
concept that length standards are
defined in terms of time in contrast to
the original metre standard

explain
qualitatively and quantitatively the
consequence of special relativity in
relation to:
the relativity of simultaneity
the equivalence between mass
and energy
length contraction
time dilation
mass dilation

discuss the
implications of mass increase, time
dilation and length contraction for
space travel

E mc 2
lv l0 1
tv

t0
1

mv

v2
c2

v2
c2

m0
1

v2
c2

Physics Stage 6 Syllabus

9.3

Motors and Generators

Contextual Outline
Modern industrialised society is geared to using electricity. Electricity has characteristics that have made
it uniquely appropriate for powering a highly technological society. There are many energy sources that can be
readily converted into electricity. In Australia, most power plants burn a fuel, such as coal, or use the energy
of falling water to generate electricity on a large scale. Electricity is also relatively easy to distribute.
Electricity authorities use high-voltage transmission lines and transformers to distribute electricity to homes and
industries around each state. Voltages can be as high as 5 x 10 5 volts from power stations but by the time this
reaches homes, the electricity has been transformed to 240 volts. While it is relatively economical to generate
electric power at a steady rate, there are both financial and environmental issues that should be considered
when assessing the long-term impact of supplying commercial and household power.
The design of a motor for an electrical appliance requires consideration of whether it will run at a set speed,
how much power it must supply, whether it will be powered by AC or DC and what reliability is required.
The essentials of an electric motor are the supply of electrical energy to a coil in a magnetic field causing
it to rotate.
The generation of electrical power requires relative motion between a magnetic field and a conductor. In a generator,
mechanical energy is converted into electrical energy while the opposite occurs in an electric motor.
The electricity produced by most generators is in the form of alternating current. In general AC generators,
motors and other electrical equipment are simpler, cheaper and more reliable than their DC counterparts.
AC electricity can be easily transformed into higher or lower voltages making it more versatile than DC
electricity.
This module increases students understanding of the applications and uses of physics and the implications
of physics for society and the environment.

Physics Stage 6 Syllabus

Students learn to:

1. Motors use the
effect of forces on
current-carrying
conductors in
magnetic fields

Students:

discuss the effect

on the magnitude of the force on a
current-carrying conductor of
variations in:
the strength of the magnetic field
in which it is located

the magnitude of the current in the

conductor
the length of the conductor in the
external magnetic field
the angle between the direction of
the external magnetic field and the
direction of the length of the
conductor

describe
qualitatively and quantitatively the
force between long parallel currentcarrying conductors:
F
II
k 1 2
l
d

define torque as
the turning moment of a force using:

Fd

identify that the

motor effect is due to the force acting
on a current-carrying conductor in a
magnetic field

describe the
forces experienced by a currentcarrying loop in a magnetic field and
describe the net result of the forces

describe the
main features of a DC electric motor
and the role of each feature

identify that the

required magnetic fields in DC motors
can be produced either by currentcarrying coils or permanent magnets

10

solve problems
using:
F
II
k 1 2
l
d
perform a first-hand investigation
to demonstrate the motor effect
solve problems
and analyse information about the
force on current-carrying conductors
in magnetic fields using:
F BIl sin
solve problems and analyse
information about simple motors
using:

nBIA cos
identify data
sources, gather and process
information to qualitatively describe
the application of the motor effect in:
the galvanometer
the loudspeaker

Physics Stage 6 Syllabus

Students learn to:

2. The relative

motion between
a conductor and
magnetic field is
used to generate an

electrical voltage

3. Generators are
used to provide
large scale power
production

Students:

outline Michael
Faradays discovery of the generation
of an electric current by a moving
magnet
define magnetic
field strength B as magnetic flux
density

describe the
concept of magnetic flux in terms of
magnetic flux density and surface area

describe
generated potential difference as the
rate of change of magnetic flux
through a circuit

account for
Lenzs Law in terms of conservation
of energy and relate it to the
production of back emf in motors

explain that, in
electric motors, back emf opposes the
supply emf

explain the
production of eddy currents in terms
of Lenzs Law

describe the
main components of a generator

compare the
structure and function of a generator
to an electric motor

describe the
differences between AC and DC
generators

discuss the
energy losses that occur as energy is
fed through transmission lines from
the generator to the consumer

assess the effects

of the development of AC generators
on society and the environment

11

perform an
investigation to model the generation
of an electric current by moving a
magnet in a coil or a coil near a
magnet

plan, choose
equipment or resources for, and
perform a first-hand investigation to
predict and verify the effect on a
generated electric current when:
the distance between the coil and
magnet is varied
the strength of the magnet is
varied
the relative motion between the
coil and the magnet is varied

gather, analyse
and present information to explain how
induction is used in cooktops in
electric ranges

gather secondary
information to identify how eddy
currents have been utilised in
electromagnetic braking

plan, choose
equipment or resources for, and
perform a first-hand investigation to
demonstrate the production of an
alternating current

gather secondary
information to discuss
advantages/disadvantages of AC and
DC generators and relate these to their
use

analyse
secondary information on the
competition between Westinghouse
and Edison to supply electricity to
cities

gather and
analyse information to identify how
transmission lines are:
insulated from supporting
structures
protected from lightning strikes

Physics Stage 6 Syllabus

12

Physics Stage 6 Syllabus

Students learn to:

4. Transformers
allow generated
voltage to be either
increased or
decreased before
it is used

describe the
purpose of transformers in electrical
circuits

compare step-up
and step-down transformers

5. Motors are used in

industries and the
home usually to
convert electrical
energy into more
useful forms of
energy

Students:

perform an
investigation
to model the structure of a
transformer to demonstrate how
secondary voltage is produced

solve problems
and analyse information about
transformers using:

identify the
relationship between the ratio of the
number of turns in the primary and
secondary coils and the ratio of
primary to secondary voltage

explain why
voltage transformations are related to
conservation of energy

explain the role

of transformers in electricity substations

discuss why some

electrical appliances in the home that
are connected to the mains domestic
power supply use a transformer

discuss the
impact of the development of
transformers on society

describe the
main features
of an AC electric motor

13

Vp
Vs

np
ns

gather, analyse and use available

evidence to discuss how difficulties
of heating caused by eddy currents
in transformers may be overcome

gather and
analyse secondary information to
discuss the need for transformers in
the transfer of electrical energy from a
power station to its point of use

perform an
investigation to demonstrate the
principle of an AC induction motor

gather, process
and analyse information to identify
some of the energy transfers and
transformations involving the
conversion of electrical energy into
more useful forms in the home and
industry

Physics Stage 6 Syllabus

9.4

From Ideas to Implementation

Contextual outline
By the beginning of the twentieth century, many of the pieces of the physics puzzle seemed to be falling
into place. The wave model of light had successfully explained interference and diffraction, and wavelengths
at the extremes of the visible spectrum had been estimated. The invention of a pump that would evacuate
tubes to 104 atmospheres allowed the investigation of cathode rays. X-rays would soon be confirmed as
electromagnetic radiation and patterns in the Periodic Table appeared to be nearly complete. The nature of
cathode rays was resolved with the measurement of the charge on the electron soon to follow. There was a small
number of experimental observations still unexplained but this, apparently complete, understanding of the
world of the atom was about to be challenged.
The exploration of the atom was well and truly inward bound by this time and, as access to greater amounts
of energy became available, the journey of physics moved further and further into the study of subatomic particles.
Careful observation, analysis, imagination and creativity throughout the early part of the twentieth century
developed a more complete picture of the nature of electromagnetic radiation and matter. The journey taken
into the world of the atom has not remained isolated in laboratories. The phenomena discovered by physicists
have, with increasing speed, been channelled into technologies, such as computers, to which society has
ever-increasing access. These technologies have, in turn, often assisted physicists in their search for further
knowledge and understanding of natural phenomena at the sub-atomic level.
This module increases students understanding of the history, nature and practice of physics and the
applications and uses of physics, the implications of physics for society and the environment, and the
current issues, research and developments in physics.

14

Physics Stage 6 Syllabus

Students learn to:

1. Increased
understandings of
cathode rays led to
the development of
television

Students:

explain why
the apparent inconsistent behaviour
of cathode rays caused debate as to
whether they were charged particles
or electromagnetic waves

explain that
cathode ray tubes allowed the
manipulation of a stream of charged
particles

identify that
moving charged particles in a
magnetic field experience a force

identify that
charged plates produce an electric
field

describe
quantitatively the force acting on a
charge moving through a magnetic
field

F qvBsin

discuss
qualitatively the electric field
strength due to a point charge,
positive and negative charges and
oppositely charged parallel plates

describe
quantitatively the electric field due
to oppositely charged parallel plates

outline
Thomsons experiment to measure
the charge/mass ratio of
an electron
outline the role

of:

electrodes in the electron gun

the deflection plates or coils
the fluorescent screen
in the cathode ray tube of
conventional TV displays and
oscilloscopes

15

perform an
investigation and gather first-hand
information to observe the occurrence of
different striation patterns for different
pressures in discharge tubes

perform an
investigation to demonstrate and identify
properties of cathode rays using
discharge tubes:
containing a maltese cross
containing electric plates
with a fluorescent display screen
containing a glass wheel
analyse the information gathered
to determine the sign of the charge
on cathode rays

solve problem and

analyse information using:
F qvBsin
F qE
and
E

V
d

Physics Stage 6 Syllabus

Students learn to:

2. The reconceptualisation of
the model of
light led to an
understanding of
the photoelectric
effect and black
body radiation

Students:

describe Hertzs
observation of the effect of a radio
wave on a receiver and the
photoelectric effect he produced but
failed to investigate

outline
qualitatively Hertzs experiments in
measuring the speed of radio waves
and how they relate to light waves

identify
Plancks hypothesis that radiation
emitted and absorbed by the walls of
a black body cavity is quantised

perform an
investigation to demonstrate the
production and reception of radio waves

identify data
sources, gather, process and analyse
information and use available evidence
to assess Einsteins contribution to
quantum theory and its relation to black
body radiation

identify data
sources, gather, process and present
information to summarise the use of the
photoelectric effect in photocells

solve problems and

analyse information using:

identify
Einsteins contribution to quantum
theory and its relation to black body
radiation

explain the
particle model of light in terms of
photons with particular energy and
frequency

identify the
relationships between photon energy,
frequency, speed of light and
wavelength:

E hf
and
c f

16

E hf
and
c f

process information to discuss Einsteins

and Plancks differing views about
whether science research is removed
from social and political forces

Physics Stage 6 Syllabus

Students learn to:

3. Limitations of past
technologies and
increased research
into the structure
of the atom
resulted in the
invention of
transistors

Students:

identify that some

electrons in solids are shared between
atoms and move freely

describe the
difference between conductors,
insulators and semiconductors in
terms of band structures and relative
electrical resistance

identify absences
of electrons in a nearly full band as
holes, and recognise that both
electrons and holes help to carry
current

compare
qualitatively the relative number of

free electrons that can drift from atom

to atom in conductors, semiconductors
and insulators

identify that the

use of germanium in early transistors
is related to lack of ability to produce
other materials of suitable purity

describe how
doping a semiconductor can change
its electrical properties

identify
differences in p and n-type
semiconductors in terms of the
relative number of negative charge
carriers and positive holes

describe
differences between solid state and
thermionic devices and discuss why
solid state devices replaced thermionic
devices

17

perform an
investigation to model the behaviour
of semiconductors, including the
creation of a hole or positive charge
on the atom that has lost the electron
and the movement of electrons and
holes in opposite directions when an
electric field is applied across the
semiconductor
gather, process
and present secondary information to
discuss how shortcomings in available
communication technology lead to an
increased knowledge of the properties
of materials with particular reference
to the invention of the transistor
identify data
sources, gather, process, analyse
information and use available
evidence to assess the impact of the
invention of transistors on society
with particular reference to their use
in microchips and microprocessors
identify data
sources, gather, process and present
information to summarise the effect of
light on semiconductors in solar cells

Physics Stage 6 Syllabus

Students learn to:

4. Investigations
into the electrical
properties of
particular metals
at different
temperatures
led to the
identification of
superconductivity
and the
exploration
of possible
applications

Students:

outline the
methods used by the Braggs to
determine crystal structure

identify that
metals possess a crystal lattice
structure

describe
conduction in metals as a free
movement of electrons unimpeded by
the lattice
identify that
resistance in metals is increased by the
presence of impurities and scattering
of electrons by lattice vibrations

process
information to identify some of the
metals, metal alloys and compounds
that have been identified as exhibiting
the property of superconductivity and
their critical temperatures

perform an
investigation to demonstrate magnetic
levitation

analyse
information to explain why a magnet
is able to hover above a
superconducting material that has
reached the temperature at which it
is superconducting

gather and
process information to describe how
superconductors and the effects of
magnetic fields have been applied to
develop a maglev train

describe the
occurrence in superconductors below
their critical temperature of a
population of electron pairs unaffected
by electrical resistance

discuss the BCS

theory

discuss the
advantages of using superconductors
and identify limitations to their use

18

process
information to discuss possible
applications of superconductivity and
the effects of those applications on
computers, generators and motors and
transmission of electricity through
power grids

Physics Stage 6 Syllabus

9.8

Option From Quanta to Quarks

Contextual Outline
In the early part of the twentieth century, many experimental and theoretical problems remained unresolved.
Attempts to explain the behaviour of matter on the atomic level with the laws of classical physics were not
successful. Phenomena such as black-body radiation, the photoelectric effect and the emission of sharp
spectral lines by atoms in a gas discharge tube could not be understood within the framework of classical
physics.
Between 1900 and 1930, a revolution took place and a new more generalised formulation called quantum
mechanics was developed. This new approach was highly successful in explaining the behaviour of atoms,
molecules and nuclei. As with relativity, quantum theory requires a modification of ideas about the physical
world.
This module increases students understanding of the history, nature and practice of physics and the current
issues, research and developments in physics.
Students learn to:
1. Problems with the
Rutherford model
of the atom led to
the search for a
model that would
better explain
the observed
phenomena

Students:

discuss the
structure of the Rutherford model of
the atom, the existence of the nucleus
and electron orbits

perform a firsthand investigation to observe the

visible components of the hydrogen
spectrum

analyse the
significance of the hydrogen spectrum
in the development of Bohrs model
of the atom

process and
present diagrammatic information to
illustrate Bohrs explanation of the
Balmer series

solve problems
and analyse information using:

define Bohrs

postulates

discuss Plancks
contribution to the concept of
quantised energy
describe how
Bohrs postulates led to the
development of a mathematical model
to account for the existence of the
hydrogen spectrum:
1
1
1
R
2
2

ni
nf

discuss the
limitations of the Bohr model of the
hydrogen atom

19

1
1
1
R
2
2

ni
nf

analyse secondary information

to identify the difficulties with the
Rutherford-Bohr model, including
its inability to completely explain:
the spectra of larger atoms
the relative intensity of spectral
lines
the existence of hyperfine spectral
lines
the Zeeman effect

Physics Stage 6 Syllabus

Students learn to:

2. The limitations of
classical physics
gave birth to
quantum physics

Students:

describe the

impact of de Broglies proposal that

any kind of particle has both wave and
particle properties

solve problems
and analyse information using:

define diffraction
and identify that interference occurs
between waves that have been
diffracted

describe the
confirmation of de Broglies proposal
by Davisson and Germer

gather, process,
analyse and present information and
use available evidence to assess the
contributions made by Heisenberg and
Pauli to the development of atomic
theory

explain the
stability of the electron orbits in the
Bohr atom using de Broglies
hypothesis

20

h
mv

Physics Stage 6 Syllabus

Students learn to:

3. The work
of Chadwick
and Fermi
in producing
artificial
transmutations
led to practical
applications of
nuclear physics

Students:

define the

components of the nucleus (protons

and neutrons) as nucleons and contrast
their properties

discuss the
importance of conservation laws to
Chadwicks discovery of the neutron
define the term

transmutation

describe nuclear
transmutations due to natural
radioactivity

describe Fermis
initial experimental observation of
nuclear fission

discuss Paulis
suggestion of the existence of neutrino
and relate it to the need to account for
the energy distribution of electrons
emitted in
-decay

evaluate the
relative contributions of electrostatic
and gravitational forces between
nucleons

account for the

need for the strong nuclear force and
describe its properties

explain the
concept of a mass defect using
Einsteins equivalence between mass
and energy

describe Fermis
demonstration of a controlled nuclear
chain reaction in 1942

compare
requirements for controlled and
uncontrolled nuclear chain reactions

21

perform a firsthand investigation or gather

secondary information to observe
radiation emitted from a nucleus using
Wilson Cloud Chamber or similar
detection device
solve problems
and analyse information to calculate
the mass defect and energy released in
natural transmutation and fission
reactions

Physics Stage 6 Syllabus

Students learn to:

4. An understanding
of the nucleus has
led to large science
projects and many
applications

Students:

explain the basic

principles of a fission reactor

describe some
medical and industrial applications of
radio-isotopes

describe how
neutron scattering is used as a probe
by referring to the properties of
neutrons

identify ways by
which physicists continue to develop
their understanding of matter, using
accelerators as a probe to investigate
the structure of matter

discuss the key

features and components of the
standard model of matter, including
quarks and leptons

22

gather, process
and analyse information to assess the
significance of the Manhattan Project
to society

identify data
sources, and gather, process, and
analyse information to describe the
use of:
a named isotope in medicine
a named isotope in agriculture
a named isotope in engineering

Physics Stage 6 Syllabus

23